MEDS6016 Paediatrics Semester 1,...

Unit study package code: MEDS6016

Mode of study: Internal

Tuition pattern summary: Note: For any specific variations to this tuition pattern and for precise information refer to the Learning Activities section.

Lecture: 1 x 1 Hours Weekly Science Laboratory: 1 x 2 Hours Weekly Tutorial: 1 x 1 Hours Weekly

This unit does not have a fieldwork component.

Credit Value: 25.0

Pre-requisite units:311072 (v.0) Neuroscience Neurodevelopment 541 or any previous version OR MEDS5011 (v.0) Neuroscience Neurodevelopment or any previous version

AND

311102 (v.0) Graduate Certificate in Occupational Therapy or any previous version OR 311137 (v.0) Master of Occupational Therapy or any previous version OR 314309 (v.0) Master of Occupational Therapy or any previous version OR GC-OCCT (v.0) Graduate Certificate in Occupational Therapy or any previous version OR MG-OCCT (v.0) Master of Occupational Therapy or any previous version

AND

OCCT5007 (v.0) Principles and Practice of Occupational Therapy or any previous version OR 311073 (v.0) Foundations of Occupational Therapy 541 or any previous version OR OCCT5002 (v.0) Foundations of Occupational Therapy or any previous version

AND

311075 (v.0) Occupational Therapy Principles and Practice 541 or any previous version OR OCCT5003 (v.0) Occupational Therapy Principles and Practice or any

Unit Outline

MEDS6016 Paediatrics Semester 1, 2017

Faculty of Health Sciences School of Occupational Therapy and Social Work

MEDS6016 Paediatrics Bentley Campus 10 Feb 2017 School of Occupational Therapy and Social Work, Faculty of Health Sciences

Page: 1 of 16CRICOS Provider Code 00301J

The only authoritative version of this Unit Outline is to be found online in OASIS

Acknowledgement of Country We respectfully acknowledge the Indigenous Elders, custodians, their descendants and kin of this land past and present. The Centre for Aboriginal Studies aspires to contribute to positive social change for Indigenous Australians through higher education and research.

Syllabus The unit is designed to enhance occupational performance of children and adolescents through the application of occupational therapy and intervention, within the frameworks of the International Classification Functioning (ICF), Person Environment Occupation (PEO) and family-centred practice. Topics in the unit include: neuro-developmental, sensory, behavioural, cognitive/perceptual, psychosocial and physical intervention strategies in family and community contexts and the role of assistive technology. Clinical Reasoning is a fundamental part of the unit in relation to selection of assessment and intervention strategies.

previous version

Co-requisite units: Nil

Anti-requisite units: Nil

Result type: Grade/Mark

Approved incidental fees: Information about approved incidental fees can be obtained from our website. Visit fees.curtin.edu.au/incidental_fees.cfm for details.

Unit coordinator:

Title: MissName: Megan HatfieldPhone: +61 8 9266 5158Email: [email protected]: Building: 401 - Room: 362Consultation times: Meetings by appointment on Wednesday, Thursday or

Friday.

Teaching Staff:

Administrative contact: Name: Kerrylyn JohnstonPhone: +618 9266 7214Email: [email protected]: Building: 401 - Room: 226

Learning Management System: Blackboard (lms.curtin.edu.au)





http://karda.curtin.edu.au/

http://fees.curtin.edu.au/incidental_fees.cfm

http://lms.curtin.edu.au/

Introduction This unit focuses on the occupations of childhood and adolescence in order to facilitate occupational therapy practice in family, education, hospital and community contexts. This unit emphasises family-centred and occupation-centred practice, along with evidence based practice, with the overall aim of enhancing the occupational performance and participation of children and adolescents. Theory and skills learnt in earlier units will be applied to specific case studies that will teach students how to apply the occupational therapy process to working with children and adolescents. Occupational therapists working in the area of paediatrics in Western Australia have provided their expert opinion to inform the content in this unit.

This unit includes learning to observe and assess children and adolescents, interpret and analyse the data gathered and to develop intervention plans and programs using the Canadian Practice Process Framework (Polatajko, Craik, Davis & Townsend, 2005) and the International Classification of Functioning, Disability and Health (ICF) (WHO, 2002) and the Person‐Environment-Occupation & Performance model (Baum & Christiansen, 2005) or other occupational therapy models. There is an emphasis on consolidation of observation and assessment skills, interpretation and analysis of data, and using theory to develop evidence based intervention programs. This unit requires students to be independent self-directed learners and to think critically, and to appraise and analyse the literature in order to explain their clinical reasoning for the decisions they make in applying their discipline specific knowledge.

Unit Learning Outcomes All graduates of Curtin University achieve a set of nine graduate attributes during their course of study. These tell an employer that, through your studies, you have acquired discipline knowledge and a range of other skills and attributes which employers say would be useful in a professional setting. Each unit in your course addresses the graduate attributes through a clearly identified set of learning outcomes. They form a vital part in the process referred to as assurance of learning. The learning outcomes tell you what you are expected to know, understand or be able to do in order to be successful in this unit. Each assessment for this unit is carefully designed to test your achievement of one or more of the unit learning outcomes. On successfully completing all of the assessments you will have achieved all of these learning outcomes.

Your course has been designed so that on graduating we can say you will have achieved all of Curtin's Graduate Attributes through the assurance of learning process in each unit.

Curtin's Graduate Attributes

On successful completion of this unit students can:Graduate Attributes addressed

1 Integrate Person Environment Occupation (PEO) framework and the PEOP model into assessment and intervention in paediatric occupational therapy

2 Interpret findings related to administered occupational therapy assessments within the context of family-centred practice

3 Design an evidence-based intervention supported demonstrating strong clinical reasoning and evidence-based practice plan for the evaluation of the outcomes related to the intervention

4 Apply contemporary Occupational Therapy frameworks to a variety of practice contexts, i.e. occupational performance coaching, collaboration and family-centred practice

Apply discipline knowledge Thinking skills (use analytical skills to solve problems)

Information skills (confidence to investigate new ideas)

Communication skills Technology skillsLearning how to learn (apply principles learnt to new situations) (confidence to tackle unfamiliar problems)

International perspective (value the perspectives of others)

Cultural understanding (value the perspectives of others)

Professional Skills (work independently and as a team) (plan own work)

Find out more about Curtin's Graduate attributes at the Office of Teaching & Learning website: ctl.curtin.edu.au





http://ctl.curtin.edu.au/

Learning Activities The material in this unit is provided in two formats: lecture, and a seminar (tutorial and laboratory combined). This format provides 4 hours of contact time each week. Students are expected to attend all lectures and seminars and to complete the required preparation so that they can actively participate in all activities.

Preparation

To participate effectively in this unit and to achieve your learning outcomes a consistent minimum of 6 further hours per week on preparation and assignments is required. Preparation and out of class learning will be based on articles and text readings. Articles will be discussed in seminars and readings will be provided to enable you to fully understand the lecture and seminar content and to help you complete assignments and achieve your learning outcomes. It is expected that when students do not fully understand the key concepts that they ask questions, seek clarification and importantly, use the text and other resources available to support their own learning. Lectures

Please note that the lecture information usually relates directly to the seminar which is on the day after the lecture. Therefore, viewing of the lecture before the seminar is essential, either via attending the lecture in person or viewing ilectured material. Given the nature of the face-to-face lecture hour, not all content will be ilectured. Lectures will contain video and photographs that will not be available on ilectures as they contain children and families who have agreed to their use but not to the retention of the material in recorded form. Recording of lecture or seminar material on personal technology devices is not permitted. Breach of this policy will be considered to be Academic Misconduct and may be reported to a Student Disciplinary Panel.

Seminar (Tutorials and Laboratories)

The tutorials and laboratories are combined as a 3-hour learning seminar. The tutorial will sometimes involve content in addition to the lecture that will be used to prepare for the lab activity and will also focus on journal article discussion and key theoretical concepts using a range of learning activities and technology. It is expected that students will lead discussions and be actively involved in presenting group feedback to the class. The seminars are designed to encourage independent learning and are mostly experiential in nature. You will be expected to come prepared and active participation in all seminar activities is a requirement.

Dress code for seminars: You are required to wear your full fieldwork uniform, name badge, hair tied back, and suitable closed in shows for all labs starting week one. In many laboratories we will be using the equipment such as scooter boards and working on mats on the floor.

This unit prepares the student for occupational therapy practice and professional behaviour and adherence to the code of ethics is expected, not only when working with children, adolescents and their families, but also with academic staff and other professionals and fellow students. Participation in discussions on Blackboard, communication, behaviour and dress in class and written work is expected to be of a professional standard. Electronic recording in lectures and seminars is not permitted except with Curtin University equipment. Mobile phones are not permitted in any classes.

Students are expected to attend all laboratories and tutorials. This is in accordance with accreditation requirements in ensuring you meet the course learning outcomes. If you are unable to attend your scheduled seminar please advise the Tutor of your absence. If you fail to attend classes, you cannot expect the Lecturer or Tutor to brief you on what you have missed. Punctuality is expected. It is unprofessional behaviour to arrive late.

Learning Resources Library Reading List

The Reading List for this unit can be accessed through Blackboard.

Essential texts

The required textbook(s) for this unit are:

l Lane, S. J. & Bundy, A. C. (2011). Kids can be kids: A childhood occupations approach. Philadelphia: F A Davis Company.





Recommended texts

You do not have to purchase the following textbooks but we recommend that you to refer to them. Copies of the recommended texts are available in the OT Resource Library and the Curtin Library.

l Rodger, S. (2010). Occupation- centred practice with children: A practical guide for occupational therapists. Oxford: Wiley- Blackwell. (available as e-book from the library)

l Kramer, P. & Hinojosa, J. (2010). Frames of reference for pediatric occupational therapy (3rd ed.). (pp 461- 488). Baltimore, LLW. (do not use editions older than 2003)

l Rodger, S. & Ziviani, J. (2006). Occupational Therapy with Children. Understanding Children’s Occupations and Enabling Participation. Oxford, UK: Blackwell. (some chapters online through the library)

(ISBN/ISSN: ISBN-13: 978-0803612280)

Other resources

The following is the text is for the Canadian Practice Process Framework. It is a text relevant to all units in all years: Townsend, E.A. & Polatajko, H.J. (2013). Enabling occupation II: advancing an occupational therapy vision for health, well-being, and justice through occupation. Ottawa, Ontario: CAOT Publications ACE.

l Chapter 9: Craik, J. Introducing the Canadian practice process framework CPPF: amplifying the context. l Chapter 10: Davis, J. Using the Canadian process practice framework: amplifying the process.

Person-environment-occupation-performance model (PEOP model):

Note that it is really important to familiarise yourself with the latest information regarding the PEOP model as the updated 2015 version will be used throughout the unit.

l Bass, J. D., Baum, C. M., & Christiansen, C. H. (2015). Interventions and outcomes the person-environment-occupation-performance (PEOP) occupational therapy process. In C. H. Christiansen, C. M. Baum & J. D. Bass (Eds.), Occupational therapy performance, participation and well-being (4th ed., pp. 57-79). Thorofare, NJ: SLACK Inc.

l Baum, C. M., Christiansen, C. H., & Bass, J. D. (2015). The person-environment-occupation-performance (PEOP) model. In C. H. Christiansen, C. M. Baum & J. D. Bass (Eds.), Occupational therapy performance, participation and well-being (4th ed., pp. 49-55). Thorofare, NJ: SLACK Inc.





Assessment Assessment schedule

Detailed information on assessment tasks

1. Assessment Task 1: 2x In‐‐‐‐class tests (10% each)

The 15 minute in‐class tests will occur in the seminars of Week 4 and Week 6.

Each test will cover any material from the lecture and seminars and readings discussed in class, from the previous weeks. Questions will be short answer or multiple choice. The main purpose of these tests is to highlight key information covered in that time period and they will contribute towards your resources to support your exam preparation. They also provide early feedback about your performance/assessment particularly towards successful achievement of learning outcomes 1 and 2.

Only the approval of a formal Application for Assessment Extension (with appropriate supporting documentation, i.e. medical certificate) will be accepted in event of non‐attendance at the class where these tests were completed. In such an event, students will be allowed to sit the test the within that week. In event of non‐attendance without having been granted a formal approval for extension, a mark of zero will be allocated for the missed test. Both tests must be completed to meet the requirements to pass this unit.

Students are expected to adhere to test conditions as soon as they enter the assessment venue i.e. only items required for test on desk, all phones, books and bags on the floor under desks, and no touching assessment paper until the unit coordinator advises.

2. Assessment Task 2: Written Assignment (40%)

Assignment guidelines and accompanying information will be in the Assessment Folder on Blackboard. Please follow these assignment guidelines carefully. This assignment is a case study, in which you will work through the Canadian Practice Process Framework (CPPF) (Polatajko, Craik, Davis & Townsend, 2007). You will have two in‐class opportunities to view the child on DVD. Please see the Program Calendar for these dates and ensure you attend these seminars, as these will be the only opportunities you will get to view the DVD. Each section has a word limit that must be adhered to. Markers will stop reading once the word limit is reached.

Assignments must be submitted electronically through Turnitin on Blackboard. You will have the opportunity to submit multiple drafts of your work through Turnitin up until the submission time, to check the originality report. Please ensure that you give yourself enough time to upload your final

Task Value % Date DueUnit Learning Outcome(s)

Assessed

1

Lab Tests 20 percent Week: 4 and 6 Day: Friday the 24th of March & Friday the 7th of April Time: 8am (beginning of seminars)

2,4

2

Assessment report and intervention plan 40 percent Week: 11 Day: Sunday the 14th of May Time: 11pm

1,2,3,4

3

Examination 40 percent Week: Examination Period Day: TBC Time: TBC

1,2,3,4





document to the system. To be fair to all students, any assignment submitted after the due time (even one minute late) will incur a 10% late penalty. Also please make sure that you submit the correct final version of the assignment. If you submit a draft version by mistake that will be the one marked and no further correspondence will be entered into the matter.

Please note: All questions relating to the assignment must be posted on Blackboard. This is to ensure equity and consistency of information across the cohort. In addition, questions about the assignment will be answered up until 4pm on Monday the 8th of May. No questions will be answered about the assignment after this date. This is to ensure that there is no last-minute confusion with any new questions coming up.

3. Assessment Task 3: Examination (40%)

You must receive a minimum of 40% in the exam to pass this unit, as the exam integrates all learning outcomes. This assessment requires that you can demonstrate application of the PEOP model, theoretical knowledge and frames of reference for assessment and intervention. You must be able to describe your clinical reasoning and use evidence based practice throughout the occupational therapy process (CPPF).

The examination will be a 2 hour exam covering integration of all learning outcomes. Format will be short and long answer questions. The questions will relate to all lectures, laboratories and discussed journal articles. The exam must be written in pen/ink (not pencil).

Pass requirements

l Students must complete and submit all assessments to pass the unit (i.e. both tests, the written assignment and the exam). Submission of a blank assignment does not constitute as 'completing’ an assessment.

l Students are required to achieve an overall unit grade of 50% or greater to pass the unit. In addition, students must achieve 40% or greater in the examination to pass this unit.

l A student who fails the same unit twice may be terminated from the course.

Fair assessment through moderation

Moderation describes a quality assurance process to ensure that assessments are appropriate to the learning outcomes, and that student work is evaluated consistently by assessors. Minimum standards for the moderation of assessment are described in the Assessment and Student Progression Manual, available from policies.curtin.edu.au/policies/teachingandlearning.cfm

Late assessment policy

This ensures that the requirements for submission of assignments and other work to be assessed are fair, transparent, equitable, and that penalties are consistently applied.

1. All assessments students are required to submit will have a due date and time specified on this Unit Outline. 2. Students will be penalised by a deduction of ten percent per calendar day for a late assessment submission

(e.g. a mark equivalent to 10% of the total allocated for the assessment will be deducted from the marked value for every day that the assessment is late). This means that an assessment worth 20 marks will have two marks deducted per calendar day late. Hence if it was handed in three calendar days late and given a mark of 16/20, the student would receive 10/20. An assessment more than seven calendar days overdue will not be marked and will receive a mark of 0.





http://policies.curtin.edu.au/policies/teachingandlearning.cfm

Assessment extension

A student unable to complete an assessment task by/on the original published date/time (e.g. examinations, tests) or due date/time (e.g. assignments) must apply for an assessment extension using the Assessment Extension form (available from the Forms page at students.curtin.edu.au/administration/) as prescribed by the Academic Registrar. It is the responsibility of the student to demonstrate and provide evidence for exceptional circumstances beyond the student's control that prevent them from completing/submitting the assessment task.

The student will be expected to lodge the form and supporting documentation with the unit coordinator before the assessment date/time or due date/time. An application may be accepted up to five working days after the date or due date of the assessment task where the student is able to provide an acceptable explanation as to why he or she was not able to submit the application prior to the assessment date. An application for an assessment extension will not be accepted after the date of the Board of Examiners' meeting.

l Applications for extension should be submitted to the administrative contact, Kerrylyn Johnston: [email protected].

l If the circumstances for your extension application are likely to impact on multiple units, please contact the course coordinator.

Deferred assessments

Supplementary assessments

Supplementary assessments are not available in this unit.

Reasonable adjustments for students with disabilities/health circumstances likely to impact on studies

A Curtin Access Plan (CAP) is a document that outlines the type and level of support required by a student with a disability or health condition to have equitable access to their studies at Curtin. This support can include alternative exam or test arrangements, study materials in accessible formats, access to Curtin’s facilities and services or other support as discussed with an advisor from Disability Services (disability.curtin.edu.au). Documentation is required from your treating Health Professional to confirm your health circumstances.

If you think you may be eligible for a CAP, please contact Disability Services. If you already have a CAP please provide it to the Unit Coordinator at the beginning of each semester.

Referencing style

The referencing style for this unit is APA 6th Ed.

More information can be found on this style from the Library web site: http://libguides.library.curtin.edu.au/referencing.

Copyright © Curtin University. The course material for this unit is provided to you for your own research and study only. It is subject to copyright. It is a copyright infringement to make this material available on third party websites.

If your results show that you have been granted a deferred assessment you should immediately check OASIS for details.

Deferred examinations/tests will be held from 10/07/2017 to 14/07/2017 . Notification to students will be made after the Board of Examiners’ meeting via the Official Communications Channel (OCC) in OASIS.





http://students.curtin.edu.au/administration/

http://life.curtin.edu.au/health-and-wellbeing/CAP.htm

http://life.curtin.edu.au/health-and-wellbeing/disability_services.htm

http://life.curtin.edu.au/health-and-wellbeing/disablity_services_eligibility.htm#/health-and-wellbeing/10126.htm

http://life.curtin.edu.au/health-and-wellbeing/contact_disability_services.htm

http://libguides.library.curtin.edu.au/referencing

Academic Integrity (including plagiarism and cheating) Any conduct by a student that is dishonest or unfair in connection with any academic work is considered to be academic misconduct. Plagiarism and cheating are serious offences that will be investigated and may result in penalties such as reduced or zero grades, annulled units or even termination from the course. Assessments under investigation will not be given a mark until the matter is concluded. This may result in the unit grade being withheld or a grade of Fail Incomplete (F-IN) until a decision has been made by the Student Disciplinary Panel. This may impact on enrolment in further units/study periods.

Plagiarism occurs when work or property of another person is presented as one's own, without appropriate acknowledgement or referencing. Submitting work which has been produced by someone else (e.g. allowing or contracting another person to do the work for which you claim authorship) is also plagiarism. Submitted work is subjected to a plagiarism detection process, which may include the use of text matching systems or interviews with students to determine authorship.

Cheating includes (but is not limited to) asking or paying someone to complete an assessment task for you or any use of unauthorised materials or assistance during an examination or test.

From Semester 1, 2016, all incoming coursework students are required to complete Curtin’s Academic Integrity Program (AIP). If a student does not pass the program by the end of their first study period of enrolment at Curtin, their marks will be withheld until they pass. More information about the AIP can be found at: https://academicintegrity.curtin.edu.au/students/AIP.cfm

Refer to the Academic Integrity tab in Blackboard or academicintegrity.curtin.edu.au for more information, including student guidelines for avoiding plagiarism.

Information and Communications Technology (ICT) Expectations Curtin students are expected to have reliable internet access in order to connect to OASIS email and learning systems such as Blackboard and Library Services.

You may also require a computer or mobile device for preparing and submitting your work.

For general ICT assistance, in the first instance please contact OASIS Student Support: oasisapps.curtin.edu.au/help/general/support.cfm

For specific assistance with any of the items listed below, please contact The Learning Centre: life.curtin.edu.au/learning-support/learning_centre.htm

l Using Blackboard, the I Drive and Back-Up files l Introduction to PowerPoint, Word and Excel

Additional information Enrolment

It is your responsibility to ensure that your enrolment is correct - you can check your enrolment through the eStudent option on OASIS, where you can also print an Enrolment Advice.





https://academicintegrity.curtin.edu.au/students/AIP.cfm

http://academicintegrity.curtin.edu.au/

https://oasisapps.curtin.edu.au/help/general/support.cfm

http://life.curtin.edu.au/learning-support/learning_centre.htm

Student Rights and Responsibilities It is the responsibility of every student to be aware of all relevant legislation, policies and procedures relating to their rights and responsibilities as a student. These include:

l the Student Charter l Values and Signature Behaviours l the University's policy and statements on plagiarism and academic integrity l copyright principles and responsibilities l the University's policies on appropriate use of software and computer facilities

Information on all these things is available through the University's "Student Rights and Responsibilities" website at: students.curtin.edu.au/rights.

Student Equity There are a number of factors that might disadvantage some students from participating in their studies or assessments to the best of their ability, under standard conditions. These factors may include a disability or medical condition (e.g. mental illness, chronic illness, physical or sensory disability, learning disability), significant family responsibilities, pregnancy, religious practices, living in a remote location or another reason. If you believe you may be unfairly disadvantaged on these or other grounds please contact Student Equity at [email protected] or go to http://eesj.curtin.edu.au/student_equity/index.cfm for more information

You can also contact Counselling and Disability services: http://www.disability.curtin.edu.au or the Multi-faith services: http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm for further information.

It is important to note that the staff of the university may not be able to meet your needs if they are not informed of your individual circumstances so please get in touch with the appropriate service if you require assistance. For general wellbeing concerns or advice please contact Curtin's Student Wellbeing Advisory Service at: http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm





http://students.curtin.edu.au/rights/

mailto:[email protected]

http://eesj.curtin.edu.au/student_equity/index.cfm

http://www.disability.curtin.edu.au/

http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm

http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm

Recent unit changes Students are encouraged to provide unit feedback through eVALUate, Curtin's online student feedback system. For more information about eVALUate, please refer to evaluate.curtin.edu.au/info/.

Recent changes to this unit include:

l Overall flow of the unit: An overall review of the unit flow resulted in the movement of a number of key topics to facilitate learning of key concepts, including occupation-centred and family-centred practice.

l Increased active learning: A number of practical, case-study based activities have been added to the labs to enhance learning. Students reported that they felt they benefited from the hands-on activities, and would have liked more of this.

l Tests: Both will be 20 minutes long, based on feedback from students that the time for the first test was too short (15mins).

l Written assignment: There will now be 2 weeks between viewings of the observation DVD for this assignment, as students reported having the viewings 1 week apart did not allow them to apply their learning. In addition, this will mean that there will not be a test and a viewing of the DVD in the same week, which students reported they found quite overwhelming. The written assignment has not been split into two parts at this stage, as this requires changes to the overall number of assignments to the unit - this is currently undergoing review.

l Exam: Students asked for more guidance on this. A lab activity has been added in which students will get the opportunity to practice readings case studies, similar to the exam format.

l Lab activities: Each lab will start with an experiential activity. These were trialled in 2016 and students provided very positive feedback about these and reported that they supported their learning experience. These activities serve 2 purposes: They support the students to understand the concepts related to the sensory-based frame of reference, and activities that might support students' getting into an optimal zone of attention and arousal, and 2) They have been linked to core concepts taught in the lecture that week, supporting different learning styles.

l Mini-quizes: In most labs, students will engage in a 10 minute quiz facilitated by the tutor, that will draw their attention to important concepts and facilitate learning around important topics. They will also encourage viewing of the lecture before class. These quizes do not contribute towards the students' grade. These mini quizes were trialled one lab last year, and the students reported very positive feedback.

To view previous student feedback about this unit, search for the Unit Summary Report at https://evaluate.curtin.edu.au/student/unit_search.cfm. See https://evaluate.curtin.edu.au/info/dates.cfm to find out when you can eVALUate this unit.





http://evaluate.curtin.edu.au/info/index.cfm

https://evaluate.curtin.edu.au/student/unit_search.cfm

https://evaluate.curtin.edu.au/info/dates.cfm

Program calendar

Program Calendar – Semester 1 2017

Week Begin Date

Lecture Seminar (Lab + Tutorial

combined)

Pre-readings Assessment Due

Orientation 20 February

Orientation Week

Essential reading on the PEOP model for Assignment:

l Bass, J. D., Baum, C. M., & Christiansen, C. H. (2015). Interventions and outcomes the person-environment-occupation-performance (PEOP) occupational therapy process. In C. H. Christiansen, C. M. Baum & J. D. Bass (Eds.), Occupational therapy performance, participation and well-being (4th ed., pp. 57-79). Thorofare, NJ: SLACK Inc.

l Baum, C. M., Christiansen, C. H., & Bass, J. D. (2015). The person-environment-occupation-performance (PEOP) model. In C. H. Christiansen, C. M. Baum & J. D. Bass (Eds.), Occupational therapy performance, participation and well-being (4th ed., pp. 49-55). Thorofare, NJ: SLACK Inc.

Additional reading:

l Revise content from neuroscience neurodevelopment; this material is important to this unit and it is not taught again. l Clinical reasoning: Case- Smith, J. (2006). These 3 pages (on blackboard) are from the first chapter of the 5th edition of this book. l Familiarise yourself with childhood disorders in the following book: Kids can be kids: A Childhood Occupations Approach: Chapter 25:

Neuromotor Disorders, Chapter 26: Autism Spectrum Disorder, Chapter 28: Learning Disabilities and Intellectual Disabilities. l Review childhood roles & typical development: http://raisingchildren.net.au Look at the heading ‘development’ for the different stages of

childhood. https://www.youtube.com/channel/UCUn1oPnXOaeJdRXBcAM7dMQ YouTube channel providing general information to parents about typical development. Focus on the 1-5 year old in these 5 min videos.

1. 27 February

Lecture: Introduction to Paediatric OT

Tutorial: Assessment

Lab: Report Writing

Additional readings: Doyle Morrison, C. (2012). Early intervention: Getting off to a good start. In S. J. Lane & A. C. Bundy (Eds.) Kids can be kids: A childhood occupations approach. (p44- 62). Philadelphia: F.A. Davis Company.

Rodger, S., & Keen, D. (2010). Child and family-centred service provision. In S. Rodger (Ed.) Occupation-centred practice with children: A practical guide for occupational therapists. (p.45-68). Oxford: Wiley- Blackwell. (Library e-book)





http://raisingchildren.net.au/

https://www.youtube.com/channel/UCUn1oPnXOaeJdRXBcAM7dMQ

Brown, T. (2012). Assessment, measurement, and evaluation. In S. J. Lane & A. C. Bundy, Kids can be kids: A childhood occupations approach. (320-348). Philadelphia: F A Davis Company

2. 6 March Lecture: Player Tutorial: Self-maintainer & student

Lab: OPC & Play Interventions

Essential reading for lab: Graham, F., Rodger, S. & Ziviani, J. (2009). Coaching parents to enable children’s participation: An approach for working with parents and their children. Australian Occupational Therapy Journal, 56,16-23. doi: 10.1111/j/1440-1630.2008.00736.

Additional readings: Bundy, A.C. (2012). Children at play: Can I play too? In S. J. Lane & A. C. Bundy, Kids can be kids: A childhood occupations approach. (28 - 43). Philadelphia: F A Davis Company.

Rigby, P. & Rodger, S. (2006). Developing as a player. In S. Rodger, & J. Ziviani (Eds.), Occupational Therapy with Children. Understanding Children’s Occupations and Enabling Participation (pp. 177- 197). Oxford, UK: Blackwell

Graham, F. & Rodger, S. (2010). Occupational Performance Coaching: Enabling parents’. In S. Rodger (Ed.) Occupation-centred practice with children: A practical guide for occupational therapists. (p.203-226). Oxford: Wiley- Blackwell. (Library e-book)

3. 13 March

Lecture: Sensory Integration

Theory

Tutorial: Sensory Assessment &

Intervention & In-Class Observation 1

Lab: Sensory Intervention in Action

Essential reading for lab: Ashburner, J., Rodger, S., Ziviani, J. & Hinder E. (2014). Optimizing participation of children with autism spectrum disorder experiencing sensory challenges: A clinical reasoning framework. Canadian Journal of Occupational Therapy February, 81, 29-38. doi: 10.1177/0008417413520440

Additional readings: Anzalone, M.E. & Lane, S. J. (2012). Sensory Processing Disorders. In S. J. Lane & A. C. Bundy, Kids can be kids: A childhood occupations approach. (pp.437-452). Philadelphia: F A Davis Company.

Schaaf, R.C. Schoen, S.A., Smith-Roley, S., Lane, S., Koomar, J. & May-Benson, T.A. (2010). A frame of reference for sensory integration. In P. Kramer & J. Hinojosa, Frames of reference for pediatric occupational therapy (3rd ed.). (pp 99- 185). Baltimore, LLW

Friday the 17th of March:

In-Class Observation 1

4. 20 March

Lecture: Postural control & Body

awareness

Tutorial: Test 1

Lab: CO-OP & Clinical Observations

Essential reading for lab: Polatajko, H., Mandich, A., Missiuna, C., Miller, L., Macnab, J., Malloy-Miller, T. & Kinsella, E. (2001) Cognitive Orientation to Daily Occupational Performance (CO-OP), Physical & Occupational Therapy In Pediatrics, 20, 107-123, DOI: 10.1080/J006v20n02_07 (PART 3 – The Protocol in Brief)

Additional readings: Missiuna, C., Mandich, A., Polatajko, H. & Malloy-Miller, T. (2001)

Friday the 24th of March:

In-Class Test 1





Cognitive Orientation to Daily Occupational Performance (CO-OP), Physical & Occupational Therapy In Pediatrics, 20, 69-81, doi: 10.1080/J006v20n02_05 (PART 1 – Theoretical Foundations)

Polatajko, H., Mandich, A., Miller, L. & Macnab, J. (2001) Cognitive Orientation to Daily Occupational Performance (CO-OP), Physical & Occupational Therapy In Pediatrics, 20, 83-106, DOI: 10.1080/J006v20n02_06 (PART 2 – The evidence)

5. 27 March

Lecture: Hand Skills

Tutorial: In-Class Observation 2

Lab: Intervention Strategies

Essential reading for lab: Greber, C., Ziviani, J., & Rodger, S. (2007). The Four-Quadrant Model of Facilitated Learning (Part 2): Strategies and applications. Australian Occupational Therapy Journal, 54, S1-S101 doi: 10.1111/j.1440-1630.2007.00663.x

Additional readings: Exner, C. E. (2010). Evaluation and interventions to develop hand skills. In J. Case- Smith, & J. C. O’Brien, (Eds.), Occupational therapy for children (6th ed., pp. 275 - 321). St Louis: Mosby Elsevier. (e-reserve)

Friday the 31st of March:

In-Class Observation 2

6. 3 April Lecture: Visual Perception

Tutorial: Test 2

Lab: Working in Schools & Goal

Setting

Essential reading for lab: Rens, L., & Joosten, A. (2014). Investigating the experiences in a school- based occupational therapy program to inform community- based paediatric occupational therapy practice. Australian Occupational Therapy Journal, 24, 148-158. doi:10.1111/1440- 1630.12093.

Additional readings: Schneck, C. M. (2010). Visual perception. In J. Case-Smith, & J. C. O’Brien, (Eds.), Occupational therapy for children (6th ed., pp. 373-402). St Louis: Mosby Elsevier. (E-RESERVE)

Ziviani, J., & Muhlenhaupt, M. (2006). Student participation in the classroom. In S. Rodger, & J. Ziviani (Eds.), Occupational Therapy with children. Understanding Children’s Occupations and Enabling Participation (pp. 241- 260). Oxford, UK: Blackwell.

Chapparo, C. & Lowe, S. (2012). School: Participating in more than just the classroom. In S. J. Lane & A. C. Bundy, Kids can be kids: A childhood occupations approach. (83 - 101). Philadelphia: F A Davis Company.

Friday the 7th of April: In-Class

Test 2

7. 10 April Tuition Free Week

8. 17 April Tuition Free Week

9. 24 April Lecture: Frames of Reference

Tutorial & Lab: Intervention planning

Additional readings: Luebben, A. J., Brasic Royeen, C. (2010). An acquisitional frame of reference. Kaplan, M. In P. Kramer & J. Hinojosa, Frames of reference for pediatric occupational therapy (3rd ed.). (pp 461- 488). Baltimore, LLW. (E RESERVE)





Kaplan, M. (2010). A frame of reference for motor skills acquisition. In P. Kramer & J. Hinojosa, Frames of reference for pediatric occupational therapy (3rd ed.). (pp 390-424). Baltimore, LLW. (E RESERVE)

Schaaf, R.C. Schoen, S.A., Smith-Roley, S., Lane, S., Koomar, J. & May-Benson, T.A. (2010). A frame of reference for sensory integration. In P. Kramer & J. Hinojosa, Frames of reference for pediatric occupational therapy (3rd ed.). (pp 99- 185). Baltimore, LLW

10. 1 May Lecture: Autism, Part 1

Tutorial: Autism, Part 2

Lab: Case Studies

Additional readings: Case-Smith, J. & Arbesman, M. (2008). Evidence-based review of interventions for autism used in or of relevance to occupational therapy. The American Journal of Occupational Therapy, 62, 4, 416-429.

Rodger, S., & Ziviani, J. (2012). Autism spectrum disorders. In S. J. Lane & A. C. Bundy, Kids can be kids: A childhood occupations approach. (483-506). Philadelphia: F A Davis Company. (Chapter 26).

11. 8 May Lecture: Positive Behaviour

Management

Tutorial: Social Participation

Lab: Social participation & social

skills intervention

Additional readings: Olson, L. (2010). A frame of reference to enhance social participation. In P. Kramer & J. Hinojosa, Frames of reference for pediatric occupational therapy (3rd ed.). (pp 306-348).

Sunday 14 May by 11pm: Written

Assignment Due

12. 15 May Lecture: Cerebral Palsy

Tutorial: Biomechanical FoR

Lab: Biomechanical FoR in Action

Additional readings: Missiuna, C. Polatajko, H, Pollock, N & Cameron, D. (2012). Neuromotor disorders. In S. J. Lane & A. C. Bundy, Kids can be kids: A childhood occupations approach. (460-482). Philadelphia: F A Davis Company. (Chapter 25).

Colangelo, C., & Shea, M. (2010). A biomechanical frame of reference for positioning children for functioning. In P. Kramer & J. Hinojosa, Frames of reference for pediatric occupational therapy (3rd ed.). (pp 489-567). Baltimore, Maryland: LLW

13. 22 May Lecture:

NDT FoR

Tutorial: NDT FoR

Lab: NDT FoR in Action

Additional readings: Barthel, K. (2010). A frame of reference for neuro-developmental treatment. In P. Kramer & J. Hinojosa, Frames of reference for pediatric occupational therapy (3rd ed.). (pp187- 233). Baltimore, Maryland: LLW (CP & Multiple disability) *section in chapter 6.

14. 29 May Lecture: Exam Preparation

Tutorial & Lab: Exam Preparation

15. 5 June Study Week





16. 12 June Examinations

17. 19 June Examinations





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